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Multimodal Identity Work: Visual and Embodied Approaches to Critical Reflection in Teacher Education
Fri, April 10, 3:45 to 5:15pm PDT (3:45 to 5:15pm PDT), JW Marriott Los Angeles L.A. LIVE, Floor: 2nd Floor, Platinum BSession Type: Symposium
Abstract
In alignment with AERA’s call to draw from past exclusions to imagine more inclusive educational futures, this session explores innovative multimodal approaches in teacher education, focusing on fostering critical identity reflection, emotional awareness, and linguistic diversity. Presenters will discuss how language portraits, linguistic cartography, and sociodramatic scripts serve as tools for preservice teachers to engage with their linguistic, cultural, and racial identities. By analyzing the intersections of language ideologies, identities, and emotions, this session aims to deepen understanding of how multimodal tools can be leveraged to transform practices in both teacher education and multilingual classrooms. Participants will gain insights into how these approaches facilitate critical reflection, challenge assumptions, and promote equity-minded pedagogies, ultimately contributing to more humanizing education practices.
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Papers
Using Multimodal Portraits as a Path to Critical Self-Reflection in MLL Teacher Preparation - Yueyue Wang, University of Maryland; Golnar Fotouhi, University of Massachusetts - Lowell; Jessica B Crawford, University of Maryland; Loren Jones, University of Maryland; Johanna M. Tigert, University of Turku; Megan Madigan Peercy, University of Maryland; Melanie F. Hardy-Skeberdis, University of Maryland; Daisy Fredricks, Grand Valley State University; Cesar Guitunga, University of Maryland
Teacher Candidates’ Multimodal Exploration of Emotions, Language Ideologies, and Identity at a Hispanic Serving Institution - Kathryn I. Henderson, University of Texas - San Antonio; Bedrettin Yazan, University of Texas - San Antonio
Mapping Language, Mapping Futures: Pre-Service Teachers Enacting Humanizing Pedagogy Through Linguistic Cartography - Emily Phillips Galloway, Vanderbilt University; Christine Montecillo Leider, University of Massachusetts - Lowell; Christina L. Dobbs, Boston University
From Script to Screen: Language Teacher Emotions as Discursive Resources in Multimodal Sociodramas Exploring Raciolinguistics - Amber N. Warren, Vanderbilt University; Fares J. Karam, University of Nevada - Reno